One person can make a difference, even if it takes forty years.
Fred KorematsuRead
Every day in school, we said the pledge to the flag, 'with liberty and justice for all,' and I believed all that.
Interpretation
This quote reflects the belief in the principles of freedom and fairness as taught in schools.
Fred Korematsu's quote underscores the foundational values of liberty and justice that are instilled in students through patriotic rituals such as the Pledge of Allegiance. His reflection on these principles highlights a commitment to equality and fairness, serving as a reminder of the importance of these values in society, especially given his own experiences during World War II.
In practice
This quote can be used in a school assembly to encourage students to reflect on the values of liberty and justice.
One person can make a difference, even if it takes forty years.
As long as my record stands in federal court, any American citizen can be held in prison or concentration camps without a trial or a hearing.
I lost everything when they put us in prison. I was an enemy alien, a man without a country.
All of them turned their backs on me at that time because they thought I was a troublemaker.
I'm Asian, so they assumed I'm not an American and that I come from Japan. Restaurants would refuse to serve me, and places would refuse to give you a haircut.
My folks were so worried about what they were going to do. All they can take was what they could carry with their hands. What they had for twenty-five years of building their business was going to go out the door, or they're going to lose it.
Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play; they will find that what they have mastered is child's play.
All my life I have been trying to learn, to read, to see and hear, and to write. At sixty-five I began my first novel and after the five years, lacking a month, I took to finish it, I was still traveling, still a seeker.
The main thing I try to do is write as clearly as I can. Because I have the greatest respect for the reader, and if he's going to the trouble of reading what I've written -- I'm a slow reader myself and I guess most people are -- why, the least I can do is make it as easy as possible for him to find out what I'm trying to say, trying to get at. I rewrite a good deal to make it clear.
I'd teach them to read and to dream and to look at the stars and wonder. I'd teach them the value of imagination. I'd teach them to play every bit as hard as they worked. And I'd teach them that all the brains in the world can't compensate for love.
It is not like studying German, where you mull along, in a groping, uncertain way, for thirty years; and at last, just as you think you've got it, they spring the subjunctive on you, and there you are. No- and I see now plainly enough, that the great pity about the German language is, that you can't fall off it and hurt yourself. There is nothing like that feature to make you attend strictly to business.
For fifteen years, I was a teacher of youth. They were years out of the fullness and bloom of my younger manhood. They were years mingled of half breathless work, of anxious self-questionings, of planning and replanning, of disillusion, or mounting wonder.
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